Faculty of Sport Science, University of Extremadura, 10003 Cáceres, Spain.
Department of Psychology, Bilkent University, Ankara 06800, Turkey.
Int J Environ Res Public Health. 2020 Jan 28;17(3):799. doi: 10.3390/ijerph17030799.
Using self-determination theory as a framework, we aimed to study the relationships between perceived need support and need satisfaction with self-determined motivation and extracurricular physical activity intentions in the physical education (PE) classroom, including sex and out-of-school sport participation as moderators. Additionally, we aimed to test whether a need-supportive classroom environment in PE moderates these associations. Participants were 1259 students (556 males) aged between 12 to 16 years (Mage = 13.46 years; SD = 0.74) from 77 PE classes. At the student level we found (a) need satisfaction to predict positively autonomous motivation and negatively amotivation, and (b) autonomous motivation to predict positively and amotivation to predict negatively intentions to undertake extracurricular physical activities. At the classroom level, in need-supportive classes males benefit more than females in terms of increased autonomous motivation while females benefit more than males in terms of decreased amotivation. Finally, class-level perceived need support moderated (i.e., attenuated) the negative association between need satisfaction and amotivation and between amotivation and intentions. These results suggest a buffering role that a need-supportive classroom environment may have on students' motivation and behavior.
本研究以自我决定理论为框架，旨在探讨体育课堂中感知到的支持与需求满足与自我决定动机和课外体育活动意向之间的关系，包括性别和校外体育参与作为调节变量。此外，我们还旨在测试体育课堂中是否存在支持性的环境可以调节这些关联。参与者为 1259 名学生（556 名男生），年龄在 12 至 16 岁之间（平均年龄为 13.46 岁，标准差为 0.74 岁），来自 77 个体育课堂。在学生层面上，我们发现（a）需求满足可以正向预测自主动机，负向预测非动机；（b）自主动机正向预测课外体育活动意向，非动机负向预测课外体育活动意向。在课堂层面上，在支持性的课堂中，男生在自主动机方面受益更多，而女生在非动机方面受益更多。最后，感知到的课堂需求支持调节了需求满足与非动机之间以及非动机与意向之间的负相关。这些结果表明，支持性的课堂环境可能对学生的动机和行为具有缓冲作用。
